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Educação e Cultura para a Paz

Making Room:Education and Culture for Peace

ENGLISH VERSION

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Program "Making Room: Education and Culture for Peace" 1

everal surveys being carried out by UNESCO in Brazil2 point out that violenceinvolving youths, whether as victims or as direct agents, has an oscillating behavior during theweek, with aggression and crime rates tending to increase on weekends. On the other hand,other researches, also by UNESCO 3, emphasize youths’ needs for places and equipment toplay, practice sports, socialize, and express different forms of artistic creativity. They alsodraw attention to the relation between different dimensions of the non-citizen condition:disappointment with institutional apparatuses, discrimination, socio-political-economicexclusions, loss of collective ethical reference values, low self-esteem, and a tendency toget mixed up in violence, drugs, and vandalism.

Young people are the ones who most kill and die today, constituting the greatestcontingent of people in prison. But in spite of this condition, from them come the mostcreative ideas and practices, which bring about proposals of new associative forms.Youthscannot go on being stigmatized, or be kept on the margin of society, or be approachedas a problem, but rather as partners in the search for new solutions.

Taking into consideration its theoretical conceptual background, starting off fromsuch researches, and reflecting the national concern with youths and violence, UNESCOpresents a proposal that is apparently simple, but has a complex engineering: the opening ofschools on weekends, with activities for youths, in areas with a high concentration ofthe population situated in the worst positions of the wealth distribution scale. But such anaction is intended for the opening of many other spaces.

In the words of UNESCO Director General, Koïchiro Matsuura: "Economic miseryand social injustice are, undoubtedly, at the deepest roots of cer tain manifestations ofviolence in schools. But these are not the only causes.They are certainly the consequenceof a much more global crisis faced by innumerable contemporary societies: a crisis of values,a crisis of reference points, tensions regarding the unknown.Youths reproduce at school theviolence and tensions of the outside world.The family, society as a whole, but also, and aboveall, the school are the places where these cultural values are transmitted.The school is, therefore,the place where new humanistic values can and must be transmitted and where they mustflourish in classroom and school daily experiences. That is why UNESCO relentlessly

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SINTRODUCTION

1. This document was elaborated and coordinated by Marlova Jovchelovitch Noleto with the participation of Mary Castro, Marta Porto, Patrícia Lacerda, JúlioJacobo Waiselfisz, and World Bank consultant Miriam Abramovay. It also received support from the following colleagues from UNESCO’s team: Célio daCunha, Carlos Alberto dos Santos Vieira, Djalma Ferreira, Marilza Regattieri and Maria Dulce Almeida Borges.

2. Waiselfisz, Júlio Jacobo "Mapa da Violência: os Jovens do Brasil" Rio de Janeiro: Garamond, 1998; Waiselfisz, Júlio Jacobo "Mapa da Violência II: os Jovensdo Brasil" Brasília, UNESCO, 2000

3. Minayo, Maria Cecília de Souza et alli "Fala Galera: Juventude, Violência e Cidadania na Cidade do Rio de Janeiro" Rio de Janeiro: Garamond, l999; Barreira,César (coord.) et alli. "Ligado na Galera: Juventude, Violência e Cidadania na Cidade de Fortaleza" Brasília: UNESCO, l999; Waiselfisz, Júlio Jacobo "Juventude,Violência e Cidadania: Os Jovens de Brasília" São Paulo; Cortez, l999; Abramovay, Miriam et alli "Gangues, Galeras, Chegados e Rappers: Juventude, Violência eCidadania nas Cidades da Periferia de Brasília" Rio de Janeiro: Garamond, l999; Sallas, Ana Luisa et alli "Os Jovens de Curitiba: Esperanças e Desencantos,Juventude, Violência e Cidadania" Brasília: UNESCO, l999.

pleads for the widespread diffusion of human rights and for the transmission of values suchas tolerance, non-violence, solidarity, and mutual respect, through the reorganizationof school programs and contents."

Despite working in a variety of fields, UNESCO’s sole mission is to construct peace,as stated in its Constitutional Act: "The purpose of the Organization is to contribute forpeace and security, by stimulating cooperation among nations through education, sciences, andculture, aiming at promoting a universal respect for justice, for right and for human rights andbasic freedom affirmed to the peoples of the world".

Human rights, democracy, citizenship, and development are interdependent andmutually reinforcing. In 1995, UNESCO Member States decided that the Organizationshould channel all its efforts and energy towards a culture of peace.

The culture of peace is intrinsically related to the prevention and non-violentresolution of conflicts. It is a culture based on tolerance, solidarity, and sharing on a dailybasis. A culture that respects all individual rights – the principle of pluralism, that assuresand supports the freedom of opinion – and that strives to prevent conflicts by solving themat their sources, which comprise new non-military threats to peace and security, such asexclusion, extreme poverty, and environment degradation.The culture of peace seeks to solveproblems by means of dialogue, negotiation, and mediation, in order to render war and violenceunfeasible.

Tolerance, democracy, and human rights – in other words, the observance of theserights and the respect for the fellow man – are "sacred" values to the culture of peace.

The culture of peace is a long-term initiative that must take into account thehistorical, political, economic, social, and cultural contexts of each human being. It isnecessary to learn it, develop it, and put it into practice in the familiar, regional, ornational daily life. It is an endless process.

This document describes a path for the construction of the Program MAKINGROOM: EDUCATION AND CULTURE FOR PEACE. It also includes UNESCO’s institutionalreferences, concepts for the construction of the Program, and chapters that substantiate theintended purposes as landmarks for the activities to be developed while opening schoolsand other spaces during weekends. All of this in order to collaborate in the construction ofa culture of peace. In addition to this are references on how Brazilian youths live and think,and what they want, considering the set of researches promoted by UNESCO. And, finally,in chapter four, the Program is presented.

Jorge WertheinUNESCO Representative to Brazil

Coordinator of the UNESCO/MERCOSUR Program

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1.1. Institutional references*

The history of UNESCO, an institution which has existed for more than half acentury, has been characterized basically by an unending fight for democratization ofthe knowledge historically produced by humanity. Its scope of action, comprising theareas of Education, Sciences and Technology, Culture, Communication, Computers,and Social Development, indicates that by means of the diffusion of knowledge,humanity will be able to reach acceptable standards of human coexistence andsolidarity. This conception and this perspective are in the origin of the constituentacts of the Organization dated from 1946, immediately following World War II.

This mission could not be fulfilled without the orienting guidelines of thepolicy of the Member States that integrate the Organization: the fight against ignoranceand the universal access to all the knowledge available.This way, when UNESCOpursues today a culture of peace, it is soon perceived that the anchor of this searchis education, for the achievement of peace presupposes, among others, the right toeducation.The hope to form truly democratic minds lies in education. After all, Art.26 of the Universal Declaration of Human Rights, signed in 1948, states that everyperson has the right to education. The main objective of Education must have theobjective of full development of the human personality and the strengthening of therespect for human rights and fundamental freedoms. It must promote comprehension,tolerance, and friendship among all nations and religious and racial groups.

However, the development of a culture of peace by means of a broadaccess to knowledge can only be achieved through an educational process thatvalues the individual as a whole.Valuing of the individual, in turn, implies in recognizingthe other, which cannot be a priori conceived as an object, which would be a formof colonialism. Moreover, "since solidarity is a form of knowledge that is obtainedthrough the recognition of the other, the other can only be recognized as knowledgeproducer"4, which means a deep respect to knowledge, intelligence, and culture ofthe people.

UNESCO has always been attentive to this guideline, continuously attemptingto fill its education policies with a deep respect for the human being.The fundamentalsof this approach are the enormous inequalities between nations, the high violence rates,and the persistence of different forms of discrimination.The idea of democratization ofknowledge defended by UNESCO is tied to the emancipation and to self sustainabledevelopment of the different peoples and cultures in the whole world.

One of our challenges consists in rethinking education for the twenty-firstcentury, identifying that education will be able to give the responses required to

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UNESCO and the construction of concepts/paths

1.

* The first part of this sub-title was prepared based on the book “Fundamentos da Nova Educação” by Jorge Werthein and Célio da Cunha. UNESCO 2000.4. Santos, Boaventura de Souza. A Crítica da Razão Indolente. São Paulo, Cortez, 2000, p. 30.

make access universal and knowledge democratic.To fulfill all of our hopes to have a new education for the next millenium,

the Commission presided over by J. Delors reached the conclusion that educationmust be organized on the basis of four pillar-principles of knowledge: they are,respectively, Learning to Know, Learning to Live Together, Learning to Do, andLearning to Be.These paths to knowledge proposed by Delors’s Report strictly possessa logical overlapping, so that it is not possible to think them about them separately.In practice, they interact, are interdependent, and are based on the concept of theindividual’s dialectic totality.

The pillars of knowledge have been characterized by Delors’s Report in thefollowing manner5:

Learning to Know: This type of learning is aimed mainly at dominatingthe instruments of knowledge. As knowledge is multiple and evolves at an unceasingpace, it is increasingly useless to try to know everything. Moreover, current timesdemand a general culture, whose acquisition could be facilitated by the appropriating alearning methodology. As Laurent Schwartz said, a truly complete spirit, nowadays,has the need for a vast general culture and for the possibility of working a certainnumber of subjects in-depth. From the beginning to the end of education, these twotrends should be simultaneously cultivated . Hence the importance of the first yearsof education which, if successful, can transmit to people the power and the bases thatmake them continue to learn throughout their lives.

Learning to Do: Learning to know and learning to do are, to a largeextent, undissociable. Learning to do is more connected to professional education.However, due to the transformations that are operating in the labor market, learning todo cannot continue to have the same meaning as preparing a certain person for aspecific task.Technological advances are modifying qualifications.The purely physicaltasks are being gradually substituted by more intellectual and more mental productiontasks, such as the control of machines, for example. As machines become moreintelligent, work becomes less ‘physical’. Beyond technical and professional ability, thewillingness for team work, the taste for risk, and the capacity to take initiativesconstitute important factors in the market. In addition, the creation of the futuredemands a polyvalence, for which developing the ability to learn is vital16.

Learning to Live Together: This is about one of the greatest challengesof education for the twenty-first century. According to Delors’s Report, human historyhas always been conflicting.There are, however, new elements that enhance the dangerand make clear the extraordinary potential for self-destruction created by humanityalong the twentieth century.Will it be possible to conceive an education capable ofavoiding conflicts or solving them in a pacific manner, by acquiring knowledge of others,of their cultures, and of their spirituality? Look at the current picture of violence inschools. How should it be fought? It is a hard task, says the Report, because human

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5. Schwatz, L. L’enseignement Scientifique. Paris, Flamarion, 1993. Apud Delors, J. op. cit. p. 91.6. Idem, p. 90 and following.

beings have a tendency to overestimate their qualities and those of the group theybelong to, and to stimulate unfavorable prejudice regarding others. In the same way,the highly competitive environment which has taken over the countries aggravatesthe tension between the most favored ones and the poor ones. Education forcompetitiveness itself has contributed to intensify this tense situation due to a badinterpretation of the emulation idea. In order to reduce the risk, education must usetwo complementary paths – the progressive discovery and recognition of the other,and the participation in common projects (education for solidarity).

Learning to Be: Delors’s Report not only reaffirms one of the main linesand principles of Faure’s Report, but also enhances the importance of this postulate.Every human being must be prepared for intellectual autonomy and for a criticalview of life, in order to be able to formulate his or her own value judgments, todevelop the capacity to differentiate, and to act in different circumstances of life.Education has to provide everybody with intellectual powers and references thatallow them to know the world which surrounds them, and act as responsible and fairagents. For that matter, it is essential to have a conception of human developmentthat is aimed at the full achievement of people, from birth until death, being definedas a dialectic process that begins by the knowledge of oneself in order to open up,later, to a relation with others. In this sense, education is primarily an inward trip,whose stages correspond to the continuous maturing of the personality. It is urgentthat this education conception be worked out by everyone, by the school, by thefamily, and by civil society, that are willing to explore and discover the rich potentialshidden inside each person.

The theoretic physicist Basarab Nicolescu, from the French Center ofScientific Research, when commenting on the pillars of knowledge of Delors’sReport, wrote that:

"Despite the wide diversity of educational systems from one country to another,the globalization of the challenges of our time leads to the globalization of educationproblems. The several disruptions hitting education in one or another country are simplysymptoms of a single crack: the unbalance between the values and realities of a changingplanetary life. Although there is not a miraculous recipe, there is a common questioningwhich should not be avoided if we really are to live in a more harmonious world." 7

Nicolescu believes that the transdisciplinary approach can provide asignificant contribution to the creation of a new kind of education. According tothe transdisciplinary approach, notes Nicolescu, there is a trans-relation thatconnects the four pillars of the new education system, which has its origin inour very constitution as human beings. An education focused on the humanbeing as a whole, and not only on one of its components.

The universal sharing of knowledge, Nicolescu goes on, cannot occur withoutthe presence of a new tolerance, based on a transdisciplinary attitude, which impliesputting into practice the trans-cultural, trans-religious, and trans-national view.Hence thedirect and unquestionable relation between peace and trans-disciplines8. This means

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* Report coordinated by Edgar Faure in 1972.7. Nicolescu, Basarab. A Prática da Transdisciplinaridade. In: Educação e Transdisciplinaridade. Brasília, UNESCO, 2000, p. 54.8. Idem, Ibidem.

that the pillars of knowledge proposed by Delors’s Report need to be worked out ina transdisciplinary perspective which itself implies substantial changes in the pedagogicpractice.

Undoubtedly, the part of Delors’s Report which has drawn most attentionis that which is dedicated to the fundamental learning named Pillars of Education.Asof its publication, numerous public debates and discussions worldwide have beencarried out, generally finding consensus and, why not mention, great enthusiasm.

It can even be said that today there is a worldwide discussion about thenew foundations upon which the new education for the next millenium shall beconstructed.

UNESCO, in turn, has sought to stimulate studies and reflections in thisdirection, by the awareness of the magnitude and importance of education in theparadigm transition period in which we seem to be living.Thus, in 1999, upon requestby UNESCO, Edgar Morin proposed to express his ideas on fundamental problemsfor education in the next millenium.The result was the production of a remarkabletext, already published in Brazil, entitled The Seven Types of Knowledge Necessaryfor the Education of the Future.

According to Morin, there are seven fundamental types of knowledge thateducation must have in the future in every society and in every culture, withoutexclusions or rejections, as per models and rules peculiar to each society and each culture9.

The Seven Types of Knowledge Necessary for the Education of the Future:

Knowledge Blindnesses: the error and the illusion – it is amazing thateducation that is aimed at transmitting knowledge be blind as to human knowledge,its devices, illnesses, difficulties, tendencies to error and illusion, and not to worryabout making known what is knowledge. The knowledge of knowledge is essentialfor fighting the tendency to error and illusion. Knowledge cannot be considered aready-made tool. It is necessary to know the psychic and cultural tendencies thatlead to error and illusion.

Principles of Pertaining Knowledge – the current supremacy offragmented knowledge prevents from operating the link between the parts and thetotality. Knowledge needs to apprehend fundamental global problems, in order tocomprehend partial and local knowledge.Thus, it is necessary to teach the methodsthat allow the establishment of mutual relations and reciprocal influences betweenthe parts and the whole in a complex world.

Teaching the Human Condition – the human being is, at the sametime, physical, biological, psychic, cultural, social, and historic. This complex unit istreated by education in a disintegrated manner by disciplines. Education must makeeveryone aware of their common identity with all other human beings. Thus, thehuman condition should be an essential subject to all education. It is necessary togather dispersed types of knowledge in the natural sciences, human sciences, literature,philosophy, in order to grasp an integrated view of the human condition.

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8. Idem, Ibidem.9. Morin, Edgar. Os Sete Saberes Necessários a Educação do Futuro. São Paulo, Cortez; Brasília, UNESCO, 2000.

Teaching Global Identity – the planetary destiny of the human speciesis another key-reality ignored by education. It is necessary to teach the history of theglobal era, which begins with the establishment of communication between allcontinents during the sixteenth century, and demonstrate how all the parts in theworld became united without, however, concealing the oppression and dominationthat devastated humanity and which have not yet disappeared. It will be necessaryto indicate the global crisis complex that marked the twentieth century, showing thatall human beings share a common destiny.

Facing Uncertainties – education should include the teaching ofuncer tainties that emerged in the physical sciences, in the sciences of biologicalevolution, and in the historical sciences. It would be necessary to teach strategyprinciples that would allow the facing of the unforeseen, the unexpected, anduncertainty. Letting go of the determinist conceptions of human history, which werebelieved to be capable of predicting our future, and studying the great events anddisasters of our century might stimulate educators and prepare minds to expect theunexpected, to face it.

Teaching Understanding – teaching understanding is non-existent intoday’s education.The planet needs reciprocal understanding in all senses. Teachingand learning understanding requires a change in mentality.This shall be the task forfuture education. Hence the need to study incomprehension from its roots, modalities,and effects such as, for instance, the causes of racism, xenophobia, and despise.Theteaching of understanding will be the base for a culture of peace.

The Human Gender Ethics – education must conduct "anthropo-ethics",taking into account the three-dimensional character of the human condition, whichis individual/society/species. The individual/species ethics requires mutual control ofsociety by the individual and of the individual by society, that is, democracy.This typeof educational view leads to global citizenship. However, ethics cannot be taught bymeans of moral lessons. Its teaching must comprise the joint development ofindividual autonomy, community participation, and the consciousness of belonging tothe human species. Education must allow and foster the development of a Mother-Earth consciousness due to the very common destiny of us all.

These principles provide solid bases for the construction of a new educationfor the next century, without which we can hardly achieve our ideals of peace andhuman solidarity. However, we need to think about making them concrete in the lifeof each Brazilian citizen, especially youths.

In the Report of the Worldwide Commission for Culture andDevelopment, Javier Pérez de Cuéllar (UNESCO, 1997) warns that culture shapes allof our thinking, imagination, and behavior. It is, at the same time, the vehicle oftransmission of social behavior, a dynamic source of transformation, creativity, freedom,and awakening of innovation opportunities. Both for groups and for society, culturerepresents energy, inspiration, autonomy and qualification, knowledge, and awarenessof diversity.

In the same way that the construction of peace and the consolidation of

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democratic values form an indivisible set of objectives, it is not possible to conceivea separation between political and economic rights and social and cultural rights.

Another important document is the International Letter of PhysicalEducation and Sports, adopted by the UNESCO General Conference of 1978,according to which:• Every human being has the basic right of access to physical education and sports.The freedom to develop physical, intellectual, and moral capacities through physicaleducation and sports must be assured both within the scope of the educationalsystem and in other areas of social life.• Everyone must have the opportunity of practicing physical education andsports, according to their national traditions. Special opportunities should beprovided to youths, pre-school children, the elderly and people with special needs.• Physical education must develop capacities, will power, and self-discipline inevery human being as an integrated member of society by establishing relationswith other curricular components, fulfilling its personal needs and characteristics, aswell as meeting the conditions of each country.• Qualified personnel and sufficient facilities and equipment must be assured for asafe participation both in the school and outside of it.• Sports in general must be protected against any abuse.The dangers of violence,doping, and commercial excesses go against their moral values, image, and prestige,perverting their nature, and changing their educative and health-promoting functions.

Related to physical education, sports, and other areas of the curricula is theInternational Letter of Education for Leisure (1978), which declared leisure to be abasic right to human beings. Regarding education, this document pointed out that:• Education for leisure plays an important role in reducing differences in leisureconditions and in guaranteeing equality of opportunities and resources.• The goal of the education for leisure is to help students achieve a desirablequality of life through leisure.This can be accomplished by the development andpromotion of values, attitudes, knowledge, and aptitudes of leisure through personal,social, physical, emotional, and intellectual development.• Among the goals of leisure education in the community are the development ofindividual and group capacity to improve the quality of life through leisure, and toexpand self-managed organization.Another goal is the work with community groupsto minimize difficulties and optimize the access to leisure services and the promotion oflifetime learning as a feasible goal.

From such institutional references , the concepts upon which the constructionof the Program is based are presented in the following topic.10

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10. Among other references by UNESCO to the work with youths, there is the UCJ/3/99: Estrategia de la acción de la UNESCO con y para los jóvenes, from theUnidad de Coordinación de la Juventud (UCJ) and the UNESCO Information Kit: Acting with and for Youth. The 29th General Conference, of November of 1996,which reaffirms the priority of the theme Youth for UNESCO. With the constitution of the Youth Coordination Unit (UCJ, in May of 1998, "UNESCO GeneralDirection redefined the approach and strengthened the actions of the Organization in favor of youth". The external Evaluation of UNESCO’s Youth Activities,1994 to 1997, presented at the May 1999 session of the Executive Board, included a certain number of concrete recommendations to reinforce the programs in thisfield. The evaluation report recommended in particular that: " Politicians and all members of civil society governance must be encouraged to develop comprehen-sive youth policies for their Member States, in dialogue and consultation with young people. Youth Ministries need to have more status and support" (extractedfrom the Document 156 EX/45, April 1, 1999, "Evaluation of UNESCO’s Youth Activities 1994-1997 and Proposals for a new UNESCO Strategy on Youth").

1.2. Concepts for the construction of a Program with youths:

In order to discuss how education, culture, ar ts, and sports can beinstruments that contribute to fight violence, it is necessary to think over someconcepts.The first of them is citizenship.

Citizenship is the most used word to describe a set of rights and dutiespossessed by citizens. Citizenship generally means a series of human and social rights.

The concept brings with it an ethical accent, the recognition of the "right tohave rights" (an expression by Hanna Arendt). It points towards "respect, rights, anddignity"11.Various types of self-fed citizenship can be recognized, such as civil citizenship,emphasizing the laws that regulate rights and duties; political citizenship, or the rightto vote and be voted, and social citizenship. Under such citizenship, all individualswould have guaranteed the right to economic and social security, such as educationand health ; basic rights to solve cultural disadvantages imposed by class fragmentationthat would contribute to a more just civilization. Reference is made to other formsof citizenship on the threshold of the nineteenth century, such as, for example,‘cultural citizenship’, or the right of everyone to participate in the production and tohave access to civilization’s cultural heritage.Through cultural citizenship, the diversity ofartistic-cultural languages, the ways of being in the world, and the right of an ethnical-cultural group are recognized. For instance, having one’s own references, or those ofone’s ancestors, not necessarily in agreement with the average. Citizenship, in itsmultiple references, refers to ‘broad and democratic participation’.

And maybe the most fundamental concept when talking about citizenshipis the concept of participation, which is confused with social citizenship, when it isactually a process that enhances the latter, suggesting mobilization, and having a voiceand place in the decision-making system of different social spheres, aiming at an activeposition in production, management, and the use of goods produced by society.

Participation presupposes education: the fight against ignorance and theuniversalization of the access by everyone to the knowledge available.

Beyond education there is still the broad participation issue in society,with access to cultural goods and services, besides sports.

A permanent educational policy, for all throughout life, is an indispensablecondition for the universalization of citizenship that will characterize the twenty-first century.

In this scenario of social inequality, with an excluding and income concentrationeconomic development model that enhances the inequalities, it is essential, as alreadyemphasized in this document, to conceive an education that contemplates futurechallenges.

From this perspective, education can be seen as a cohesion factor, takinginto consideration the diversity of individuals and human groups and, therefore, notcontinuing to be a social exclusion factor. After all, beyond the multiplicity of individualtalents, education is confronted with the richness of cultural expressions of variousgroups that compose society.

This way, education’s main goal is human development, considering that

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11. Fraser, Nancy, and Gordon, Linda "Civil Citizenship against Social Citizenship" In Steenbergen, Bart van. The Condition of Citizenship. London: Sage 1994: 90. 12. This classification of citizenship types was first formulated by Marchall in 1949. In Steerbergen, Bart van. The Condition of Citizenship. London: Sage. 1994.

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man is still unfinished: it has the permanent mission of contributing to the improvementof people in the dimensions of ethics solidarity.

To educate is to allow full development and, therefore, any education projectundoubtedly contributes to the end of violence.

"UNESCO’s International Commission on Education states that a century sointensely marked by excitement and violence, either due to economic and scientificadvances – these, by the way, unequally shared –at the dawn of a new century,whose closeness leaves us between anguish and hope, demands that all those responsi-ble for education be attentive to its purposes and means.The Commission considers theeducational policies a permanent process of enrichment of knowledge, of know-how butalso, and maybe most importantly, as a privileged path to constructing people, relationsbetween individuals, groups, and nations." 13

Another basic concept regards the full development of youth and the ideaof youth protagonism. "Youths want to belong, want to participate, but also want tobe individuals of their own history and development process.Youth protagonism, inthis sense, means recognizing youths as subjects of their own development process,recognizing them as complete subjects capable of constructing their history and theirlife from equal opportunities of access and concrete conditions of participation andexpression. Youth protagonism, can be understood as full participation, listening toyouths’ opinions in all the senses, since the drawing up of the Programs where youthsare the main focus. The expression protagonist is borrowed from the theater, thearts, where the protagonist is the main actor, the character who dominates thescene, who innovates, for whom the script is allowed to be changed, he or she isallowed to create during the scene" 14.

13. Werthein, Jorge, in Juventude, Violência e Cidadania, UNESCO, 2000.14. Noleto, Marlova Jovchelovitch, in paper produced for the National Conference on Education, UNESCO, 2000, Brasília.

2.1. UNESCO/Brazil Researches With and on Youths,Violence, and Citizenship:

The researches carried out by UNESCO on youth (see footnote 2) demonstratethat one of the main desires of youths and, in particular, of youths in poor areas is tobelong, to be part of a social group, to be partners in licit acts and to feel like a family.Forming gangs partly fulfills the desire to belong.Another data identified in the research isthe lack of opportunities and access to cultural goods, sports, life in society, which ends upperpetuating exclusion.

Social exclusion is a recurrent theme in all of UNESCO’s researches.Youths and, in particular, youths of popular classes report on the precariousness ofpublic services and living conditions, the lack of job and leisure opportunities, and therestricted perspectives of social mobility as potential motives for violent actions.Exclusion involves the privation or denial of the very human condition, wherecitizens have the possibility of an autonomous life.

In several fronts, it was observed that youths reveal their anxiety regardingthe job market, and they study in order to achieve a profession, as well as due tothe lack of occupational opportunities.

According to youths statements, the arts, sports, education, and cultureappear as a counterpoint, as strategic elements for the redefinition of violence, as aconstruction of alternative channels of expression, as a space to be explored, withoutdenying them the means of expressing and discharging their feelings of indignation,protests, and positive affirmation of their identities.

However, art and culture cannot be understood as accessories or instruments,but rather be defended as rights and as values of social construction capable oftransforming violent values into humanistic ones. If we understand the central role ofthe cultural policy in the process of humanization of current social models and in thecollective construction of some forms of sociability, stimulating creativity in the diversityand non-excluding socio-economic development, this role of producing palliativeactivities to reduce violence does not applied. It is not the cultural activities that changethe way society produces its value and symbolic exchanges, but the understanding, theposition, and the importance that society grants to ethical and democratic values andthe sensitivity that it demonstrates towards its own modes of cultural and symbolicproduction.

Physical violence against youths is many times the consequence of a processof social exclusion and results in a generalized feeling of vulnerability, in view of theperception of insecurity in living conditions, in the loss of the awareness of the valueof life.The concrete risk and the contact with a violent death create an environmentof uncertainty and insecurity that hinders learning and experiencing concepts suchas freedom, solidarity, justice, and equality, essential for the construction of citizenship.

The exclusion of youths can also be seen in the lack of spaces for the devel-

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How Brazilian Youths Live and Think, and What They Want

2.

opment of cultural activities and other spaces for the performance of youthprotagonism, which, in general, contributes to the generation of daily violencesituations.Therefore, factors such as social and racial discrimination, socio-economic andinstitutional exclusion, the lack of work opportunities, the lack of access to leisureand to cultural development, and the difficulties faced by youths in their daily livesmust be treated with the same attention that societies dedicate, for example, tophysical violence itself.

With such scarcity of alternatives for youths and with the increasing loss oftrust in the institutions, the school, the family, and the Church, in all their forms, takeon essential roles as means for the reconstruction of citizenship.

In this scenario, opportunities of access to education, culture, and sports arebasic. Mapa da Violência II15(Map of Violence II) demonstrates that the great majorityof youths’ violent deaths – and youths are the ones who most kill and die – happenon weekends. Other works point out to a demand by the same youths for placesand equipment perform playful, recreational, and sports activities, spaces forsocialization and manifestation of artistic creativity in its various expressions.Attention is also drawn to the relation between dimensions of the non-citizencondition and the loss of collective ethical reference values, as well as low self-esteem.

The researches carried out by UNESCO show that the great majority ofyouths’ violent deaths happen on weekends due to the lack of leisure, ofactivity, ofoccupation, and to the already mentioned social exclusion.

It is necessary to transform culture and sports in allied and valuable tools inthe process of a new form of social coexistence, where the social bonds, solidarity,and the identity between individuals operate in a positive manner.

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15. Waiselfisz,Julio Jacobo. Mapa da violência II: os jovens do Brasil. Brasília, 2000, UNESCO.

3.1. Making Room: Education and Culture for Peace:

The Program "Making Room: Education and Culture for Peace" is included inUNESCO’s broader field of action, towards a culture of peace and education forall throughout life, the fight to eradicate poverty, and the construction of a newschool for the twenty-first century, in which the school is a function-school and nota location-school, as has already been described.

The Program is also supported, as has already been mentioned, by the seriesof researches promoted by UNESCO on youth, violence, and citizenship. Suchresearches also indicate the lack of access and opportunities, especially to culture,sports, and leisure. But, contradicting the current perspective, they also point outyouths’ desire to participate, as long as they feel like citizens.

UNESCO advocates a strategy through a National Program of openingschools on weekends and offering alternative spaces that can attract youths,contributing to revert the situation of violence and to construct spaces for citizenship.Such strategy is conceived from the observation made by UNESCO of successfulexperiences in the United States, France, Spain, and other countries with similarprograms and where the work with youths in the artistic, cultural, and sports dimensionsconstituted an excellent way of preventing violence. A research carried out by theInter-American Development Bank shows that the most successful programs arethose generally managed at the local level, and involving partners from all the sectors ofsociety, such as companies, public institutions, community organizations, the police,and the judicial system. Another characteristic identified is that each situation isanalyzed and diagnosed individually in each community, and the evaluations andcriticisms are made with the objective of elaborating strategies adjusted to each typeof problem.

The importance of civil society’s participation in the new concepts of publicand social administration should also be emphasized. Studies by the World Bank onthe fight against poverty provide clear and consistent evidence that, any project forsocial development and fight against poverty that includes the participation of thecommunity presents significantly better results than projects that are implementedbased on vertical hierarchy structures (The World Bank participation Source Book– World Bank, 1996).

" the community school has appeared at critical moments of several countries’history, with different characteristics: in England, during the Industrial Revolution, inthe revolutionary Mexico of the 1920s, in Mustafá Kemal’s Turkey, and in many others.In the United States, during the Great Depression and World War II, a movementproposed to replace the progressive school, centered in the student, by the communityschool, that the needs of the community, in order to make education more significant and

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3.Constructing the Program

the school, a more useful social institution. As on a two-way road, the communitysupported the school and the school rendered several services to it. Even after the War,numerous school districts continued to develop such projects. One of the preferred areasof performance was leisure, sports, and physical education. The school facilities wereopened to the community, also during vacations and on weekends, and several activitieswere held, among which were those related to other social sectors, such as health andculture. Sports, in particular, were used as a way of fighting increasing youth delinquency(in certain areas, also child delinquency). Its educational role was once emphasized by ateacher: " When you give a boy a ball, you give him a route and a direction". Thus, morethan a form of idle time occupation, sports served to develop values, attitudes, and behaviorsthat implied respecting the rights of others and being aware of one’s own rights (Gomes, 1977)"16.

The Program has three focuses:• Youths• Schools• Communities

The Program foresees the opening of spaces – the school being the privilegedand priority space, but not the only one – on weekends, to offer opportunities ofaccess to culture, sports, arts, leisure, for youths in situations of social vulnerability.

The idea is to benefit those youths whose families are in the worst positionsin the wealth distribution scale.Working with youths also means contemplating, in apreventive manner, children by offering them the possibility of attending some of theweekend activitie.

The work with youths has, at the same time, a preventive and a transformingcharacter, and is aimed at modifying the relations youth-school, youth-youth, youth-community, by keeping them in activities during weekends and offering them newopportunities to have access to arts, culture, sports, and leisure.

Likewise, we will involve the community and families, benefiting the individualin question and taking into account all the social aspects involved.

3.2 Pillars for the Construction of the Program:

Some issues are basic to guarantee the Program’s success.The first stepconsists in a previous contact made by UNESCO with the State or MunicipalGovernment. From then on, the necessary management for the beginning of theProgram is made. Once it is determined how the program will be implemented, itscoordination is established.This coordination will involve the secretariats or managingagencies related to the state or municipal program (Secretariats of Education,Culture, Social Assistance, Sports, and others). There must be a pedagogiccoordination from the Secretariat of Education, for the school is one of thefocuses of the program. In places where UNESCO has a regional office, it will alsoparticipate in the coordination.

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16. Gomes, Candido Alberto in "Dos valores proclamados aos valores vividos: traduzindo em atos, princípios das Nações Unidas e da UNESCO para projetosescolares e políticas educacionais".

We also propose the creation of an extended collegiate, to be composed bythe managing entities (state or municipal Government) and, if necessary, in placeswhere there is a regional office, by UNESCO’s representatives, besides civil societyorganizations, public and private companies.The idea is that this collegiate shallcontribute to the proposal, ar ticulation, and diffusion of initiatives related to theproject, though not having a deliberative role.

Hence, a local team is formed by people from the school itself, and with thepresence of the principal, the pedagogic coordination, teachers, community andyouths’ representatives, besides a support staff which will be in charge of programmingthe weekend activities and workshops, with the aid of the program coordination.There is always the need to establish an initial contact with the school and thecommunity, in order to get better acquainted with the community, its leaders, itsleisure, sports, and cultural alternatives, and its artistic expressions.

The importance of the participation of youths themselves, principals, teachers,and the community in planning the activities that will be offered on weekends shouldbe emphasized. There should not be a set schedule, but rather a broad set ofpossibilities to be discussed with each school, each space, and each community, asto what is desirable and appropriate for that place.

What is opening up school spaces all about? Besides cultural resources,whether from society or from the nearby community, and the demand expressed byyouths’ as to the activities, current themes considered relevant for youths’ welfareshould also be taken into account, combining ethics and esthetics, pleasure, reflection,and creativity. Among the themes to be approached in youths’ language are theirown artistic-cultural creations – through music and dance (rap and hip hop, forinstance), drama, literary workshops, games, and sports activities (like capoeira andsoccer, with rules that stimulate cooperation and team work) – debates withoutimposed didactism, involving youths themselves and approaching issues such as: sexuality,drugs, intolerance, violence, in society and in the family; AIDS, precocious pregnancy,public ethics, citizenship, associative life, and youth participation in politics.

It is essential that while building a culture of peace, the sports, arts, culture,and leisure activities are in consonance with such principles.

Sports, for example, according to several authors and experts, has a broadsocial meaning and are a way of socializing that promotes, through collective activities,the development of a community consciousness. Moreover, it is a pleasant activity,which plays an important social cohesion function, yielding the feeling of belongingto a group, something that has always been said to be important to youths17.

Whatever the artistic, cultural, or sports language chosen by youths, it isessential that these activities be rewarding and transforming, so that a successfulreference standard can be created, and the condition of knowledge producer in thearts, culture, sports, and extra-curricular life be stimulated in each one – youths andschool team.The connection with the neighborhood and school reality is establishedby means of workshop research themes.The involvement of youths in other worksin the region, in NGOs, with collaborating artists, cultural and community associations,

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17. Tubino, Manoel José Gomes "Dimensões Sociais do Esporte" São Paulo: Ed. Cortez, 1992.

parents, teachers, and youths from other neighborhoods creates a network of fruitfulrelations, increasing the "social capital": "The arts and sports, states Putnam (2000: 411),are especially useful to transcend conventional social barriers"18.The author goes on:"the social capital is often a valuable by-product of cultural activities, whose mainobjectives are mostly esthetic. Many of these activities produce very fine art, and allof them represent a great bridge to social capital – this aspect is the most impressiveaccomplishment". (Putnam: 2000, 411) 19.

The arts have the role of reconstructing everyone’s action potentials, involvingyouths in a way that traditional schools do not.

This experience can be enhanced by continuously forming art groups. Artworkshops stimulate youths to get in touch with themselves and with others, and toassimilate, through research projects, personal fulfillment experiences.

The privileged space of an art workshop promotes the exchange of newexperiences, discoveries, fears, insecurities, and the handling of procedures to achieveresults.As in the process of community organization, this space allows youths to discuss,reflect upon, and strive to achieve rewarding objectives. Therefore, intensifying thiswork, with commitment to the Culture of Peace, involves the whole school, qualifyingthe team of teachers and monitors for the weekend activities, and continuing withthe expansion of the Program.

"Beyond the curricular guidelines, it should be observed that, according toeducational research, the school that reaches its objectives is pleasant for the student,has a favorable environment for learning, and teachers tend to express confidencein the students’ success". Unfortunately, these were not the features revealed by theresearch Fala Galera (Speak Up Guys!), involving Rio de Janeiro youths.According tothe report, teachers tended to have pessimistic views of students as much as of socialand political institutions. It is significant that, in one research carried out in severalLatin American countries, including Brazil, great part of the student’s performance hasbeen explained by the "school environment".This environment meant that the schoolwas a place where students made friends, there was no violence and, if they wanted tolearn more, they had stimuli and opportunities (Casassus, 1998)20.

This environment depends to a large extent on the respect to teachers, aswell as teachers’ self-respect. Teachers are not mere transmitters of contents(something that the Internet, books, magazines etc. can in a way do), but educatorswho work with values, attitudes, behaviors, and skills. For that reason, the moral andintellectual authority of teachers is enhanced; the school project opens possibilitiesfor the teacher’s learning.The teacher is requested to fulfill his or her role completely.

Therefore, the school environment, stimulating and valuing teachers,resources to fulfill a minimum standard of quality, curricular guidelines, opening upand school credibility, and its support by the families and the community areintimately linked.

In regard to culture, we can work on several levels, recovering youth culture,offering access to national and popular culture, exploring all the folklore and richnessof the Brazilian culture, besides the scholarly culture. It is also important to explore

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18. Putnam, Robert D. "Bowling Alone. The Collapse and Revival of American Community" New York: Simon & Schuster, 2000.19. To Bourdieu apud Durstin, 1985:9, social capital is "the aggregation of actual and potential resources connected to the possession of a lasting network of themore or less institutionalized relations of mutual acknowledgement".20. Gomes, Candido Alberto op. cit.

all forms of access to every expression of culture, such as literature, cinema, music,theater, cordel21 literature, among others.

The report of the Worldwide Commission for Culture and Development,organized by Javier Pérez de Cuéllar, previously mentioned, reminds us that cultureis a source of transformation, creativity, and freedom.

"Culture means the act of cultivating. Today, more than ever, it is necessaryto cultivate human creativity, for in a fast-changing context, individuals, communities,and societies can only adapt to what is new and transform their reality by meansof creative initiative and imagination". (Pérez de Cuéllar, 1997, pg.101)

UNESCO’s idea is to indicate this Program as a probable public policy, usingpublic spaces and idle social equipment for education and culture.What is intendedwith this type of initiative is the expansion of the social and public dimension of allthe existing organizations and entities in society.The opening of schools on weekends isinserted in this field, with the certainty that it will be possible, with an affirmative andinclusive action, to provide youths with leisure, sports, and culture activities, in theirown communities. The importance of these initiatives is due to the belief that thesolution to the problem of violence also involves the creation of privileged spacesfor the exercise and development of youth protagonism.There is a consensus thatthrough Programs of this nature it is possible to influence public policies and tocontribute to the transformation of schools and youths themselves.

The common points identified so far in the analysis of the innovative experi-ences to fight against violence in Brazil (research in course, under UNESCO’scoordination) are the participation of youths as protagonists, the committedinvolvement by the community, and a deep respect for citizenship rights.

Another basic pillar of the Program are the partners (further discussed in thefollowing section). UNESCO believes in the importance of creating networkssupported by different partners using alternatives to fight violence already existingin the community.

UNESCO has been supporting Programs of this nature in states like Rio deJaneiro, where 111 schools have been opened, and Pernambuco since August 2000,and is about to initiate others in Bahia, Alagoas, Mato Grosso, and in the municipalcity halls of São Paulo, Belo Horizonte, Maceió, Natal, Palmas, Olinda, and Recife.

The evaluation carried out for Rio de Janeiro’s Program, by means ofquantitative and qualitative surveys (focus groups and interviews) with several indi-viduals and agencies – parents, communities, program entertainers (paid teachersand volunteers), and youths participating and not participating in the Program –points out the high degree of receptivity to the program, as well as indicates latenteffects that transcend the occupation of school spaces on weekends by youths.Among some of the indirect or latent effects of the Program, the following prelimi-nary references were registered:• greater proximity (dialogue) between teachers and students and teachers and par-ents of students (attending schools on weekends);• reduction of absence in school activities by youths participating in the Program;

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21. Typical of the Brazilian Northeastern region.

• youths that used to unduly take the school space on weekends, in particular forplaying soccer, now would enter through open front gates, which would imply are-appropriation of public space both by these youths and by the community, which,while participating, organizing, and using leisure, sports, and culture alternatives in theschool, could also feel that it belonged to them – sense of belonging – and would,therefore, take more care of it22.

3.3 Builders/Partners and their Place in the PROGRAM:

UNESCO is the major promoter and fosterer of this Program, but it is notthe executing agency. Our role is to act as an articulator, promoter, provoker, andpartner (usually to the State and Municipal Governments, through the State orMunicipal Secretariats of Education), other partners being able to be incorporatedalong the process.

The partners of the state and municipal governments will be responsible forthe infrastructure, the composition of teams, the food (when necessary), the opening ofschools, and the entertainers.

The idea is to use the Program to structure a new pedagogic space,constructing a methodologic proposal that allows the linking of several Programsand projects in which UNESCO already acts, and making a transversal andtransdisciplinary bridge. Such a transdisciplinary integrating bridge shall be reproducedin the states and cities, preventing centralization in this or that agency and allowingthe integral and integrated vision required by a Program of this kind.The Secretariatsof Education, Culture, Social Assistance, Health, Sports, Security, Environment, Justice,etc. must work together in the design and operation of the Program.

It has previously been emphasized that youths should also be seen as partnersto the Program. In other words, a methodologic proposal should be constructed toplace youths in the center of the process, allowing their yearnings and desires to beheard, giving room to youth protagonism and encouraging youths to hear their ownvoice, and allowing us to also hear their voice.The research carried out in the outskirtsof Brasilia "Gangs, Crews, Buddies, and Rappers " (see footnote 2) calls attention tothe feelings and perceptions that youths have about themselves, and their potentialfor more creative programs with youths.Therefore, listening to them is the first stepto construct and reconstruct (along the Program development) work proposals.

3.4 Forming and Qualifying the Teams:

For Programs of this kind, remunerated teams and/or volunteers can be usedand also mixed teams can be formed. However, it is essential to qualify such teams.Qualification will allow developing a common language, unifying the pedagogicproposal, and developing a more permanent commitment to education and culturefor peace.The concepts and contents to be worked out in the qualification, such aseducation and culture for peace, sports, culture, arts, leisure, and specific themes,

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22. Abramovay, M. et alli, Programa Escolas de Paz, Relatório de Avaliação, Rio de Janeiro, abril de 2001, in mimeo.

which has already been mentioned (see section 3.2), will allow the qualification ofthe Program and arouse the interest of youths.

The elaboration of weekend activities requires the contribution of sensitiveexperts and the practice of works with the community and with youths, so that abalance between participation and cultural transmission can be achieved, since theheritage of erudite and popular culture must also be transmitted and socialized onweekends in school spaces.

The preparation of the teams to act in schools is aimed at offering teachersand entertainers spaces for personal and professional development in arts, sports,culture of peace, and leisure, recovering the pleasant dimension of learning in theschool environment.Through workshops, teachers can rethink for themselves and forthe students, a full-time education for life that includes ethics, solidarity, respect fordifferences, non-violence, and cooperation. The qualification of teachers and theirinstrumentation in arts, sports, and culture, bring into the school experiences suchas classroom research projects, inter-disciplines, and transversal themes, as proposedin the National Curricular Parameters, on the perspective of giving value to youthprotagonism.

This preparation is necessary to change teacher-youth relations, in order toguarantee the collaboration between the school team and the students in jointworks on questions that are important and significant to all.

Qualification should be able to provide the teams with instruments andmotivate them to work with youths, creating experiences that propitiate freedom,group feelings, challenges, limitations, self-esteem, and the capacity to createcooperatively.

The Program will be supported by didactic-pedagogic material, which shalleven serve as a bridge between weekend activities and curricular ones.And care willbe taken not to impose school tasks on leisure time/space.

3.5 Research and Evaluation:

UNESCO considers that all the process of construction and accomplishmentof the Program must be structured with the support of the research and evaluationcomponent, which, besides providing feed-back on the Program, can guaranteedemocratic transparency, as already happens in the States of Rio de Janeiro andPernambuco, sharing such follow-up with the various subjects/agencies related to theProgram (youths, teachers, Program entertainers, managing and communityinstances). The idea is to intensify the work and correct the guidelines thoughconstant monitoring and evaluation.

Some indicators that will allow the evaluation of the Program can already bepresented. At first, they are:a) how the school gets organized and constructs the Program;b) how the school facilitates and adheres to the Program;c) if and how the community takes on the work;

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d) the composition and diversity of the participants in weekend activitiese) how the school adjusts its curriculum and its pedagogic project;f) what changes occur to youths that participate in the Program compared to thosewho do not;g) the school-community integration.

Such indicators are only a few which can be indicated to measure theProgram results.

However, UNESCO’s experience has demonstrated that the evaluation ofPrograms constitutes a basic tool for the success of its initiatives and the constantimprovement of its work.And for that matter, it is necessary to resort to an enlargedevaluation format, since many individuals from different positions are heard.

The evaluation process must begin together with the work, when a mappingwill be done of the possibilities/resources/opportunities of each community, school,and community group.

In the very process of Program development, the evaluation team shall followup Program implementation by carrying out a process evaluation, proceeding withthe follow-up, for the analysis of the course, having as a product recommendationsfor the correction of the paths to be followed. At the end, impacts will be evaluated,having as reference the objectives, the goals to be achieved by the program, and itsimpact on reality – especially on the construction of a Culture of Peace – caused bythe Program.

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Synthesis of the Program – Stages

•Preliminary stage

Contacts between state or municipal Government and UNESCO, whenpolitical will shall be translated into debates on manageability, financial and technicalsupport, and Program structure set up.

•Stage 1After a preliminary stage of negotiations with the state and/or municipal

governments, a central coordination team will be constituted with representativesof the Secretariat of Education and, if necessary, of UNESCO. In places where aregional office does not exist, UNESCO will provide technical support. From thenon, the definition of criteria for the selection of schools for the Program and theconstruction of how to adhere to the Program, in particular on the part of theschool principals and teachers, are initiated.

Also in this stage the enlarged collegiate will be formed.•Stage 2The central coordination team discusses the program with the schools and

the collegiate and identifies a network of NGOs that will be able to provide supportto the program.

•Stage 3Local teams and, if necessary, regional teams are formed (by poles with

groups of schools) that will discuss the preparation of a schedule of activities for theschools on weekends, besides contacting/contracting artists, athletes, teachers, andeducators who will implement the programmed activities.The participation of youthsand community in all these stages is essential, suggesting, proposing, following up thecoordination, and contributing to define the program.

In parallel, the research and evaluation team initiates the survey of theneighboring socio-cultural universe and of youths’ demands, mapping the resourcesand talents existing in the schools and in the community.

In this stage, previous contacts with the school itself and with the communitywill be made, in order to better know the community, its leaders, its leisure, sports,and culture options, its artistic expressions, and the potential resources, both at thecommunity and society levels. When elaborating weekend activities these will beresorted to.

•Stage 4Beginning of the process of the teacher qualification process, youths, NGOs,enter tainers (volunteers or not) who will be participating in the Program (weekendactivities). Also foreseen is the elaboration of pedagogic material that will serve assubsidy in the process of qualification of teachers/entertainers that will work in thespaces on weekends.

•Stage 5

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Process Evaluation:Follow-up of the Program accomplishment process by survey of quantitative

(samples of schools/classes and shifts) and qualitative (focus groups and interviews)evaluation, when parents, youths (participating and not participating in the Program),representative figures of the organized forces in the community, members of thepedagogic team, and Program enter tainers will be heard. Such instruments willprovide input for redesigning the dimensions composing the Program in course.

Program Impact Evaluation: among youths, the pedagogic team involved inthe Program, and the community, resorting to quantitative and qualitative instruments.

•Stage 6Documentation of Program experiences, taking into consideration the evaluationmaterial and the didactic-pedagogic material produced for support, aiming at dis-cussing the accomplishment of the Program with the community – neighborhoodand school, in particular youths, and also the production of input for its replication inother schools, cities and states.

By presenting the Program "Making Room: Education and Culture for Peace",UNESCO and its par tners expect to provide a strategic contribution for thedefinition of public policies for youths.

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ABRAMOVAY, Miriam et alli. Gangues, Galeras, Chegados e Rappers: Juventude,Violência e Cidadania nas Cidades da Periferia de Brasília. Rio de Janeiro: Garamond,l999.

BARREIRA, César (coord.) et alli. Ligado na Galera: Juventude,Violência e Cidadaniana Cidade de Fortaleza. Brasília: UNESCO, l999.

GOMES, Candido Alberto. Dos valores proclamados aos valores vividos: traduzindo ematos, princípios das Nações Unidas e da UNESCO para projetos escolares e políti-cas educacionais.mimeo, UNESCO, 2001.

MINAYO, Maria Cecília de Souza et alli. Fala Galera: Juventude,Violência e Cidadaniana Cidade do Rio de Janeiro. Rio de Janeiro: Garamond, l999.

MORIN, Edgar. Os sete saberes necessários a educação do futuro. São Paulo, Cortez.Brasília: UNESCO, 2000.

NICOLESCU, Basarab. A prática da transdisciplinaridade. In: Educação e transdiscipli-naridade. Brasília: Unesco, 2000.

NOLETO, Marlova Jovchelovitch. Paper Produzido para a Conferência Nacional deEducação. mimeo, UNESCO, 2000.

PUTNAM, Robert D. Bowling Alone. The Collapse and Revival of American Community.New York: Simon & Schuster, 2000

SALLAS,Ana Luisa et alli. Os Jovens de Curitiba: Esperanças e Desencantos, Juventude,Violência e Cidadania. Brasília: UNESCO, l999.

SANTOS, Boaventura de Souza. A crítica da razão indolente. S.Paulo: Cortez, 2000.

SCHWATZ, L. L’enseignement scientifique. Paris, Flamarion, 1993. Apud Delors, J. op.cit. p. 91

TUBINO, Manoel José Gomes. Dimensões Sociais do Esporte. São Paulo: Cortez Ed, 1992

WAISELFISZ, Júlio Jacobo. Juventude, Violência e Cidadania: Os Jovens de Brasília. SãoPaulo: Cortez, l999.

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4.BIBLIOGRAPHY

WAISELFISZ, Júlio Jacobo.Mapa da Violência II: os Jovens do Brasil. Brasília,UNESCO,2000

WAISELFISZ, Júlio Jacobo. Mapa da Violência: os Jovens do Brasil. Rio de Janeiro:Garamond, 1998;

WERTHEIN, Jorge. Juventude, Violência e Cidadania. UNESCO, 2000.

WERTHEIN, Jorge & Cunha, Célio. Fundamentos da Nova Educação. CadernosUNESCO Brasil, volume 5, Brasília, 2000.

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